WILL THIS COMMUNITY COLLEGE TRANSFER STUDENT SUCCEED? FACTORS AFFECTING TRANSFER STUDENT PERFORMANCE

This study focuses on the academic performance of students who transferred from a suburban community college to a private, moderately selective urban university. The purpose was to determine if certain easily ascertainable student characteristics and academic behaviors at the community college would be associated with degree persistence and completion at the university. Results indicated that the best predictor of academic success at the university was community college grade point average (GPA): As a group transfer students who entered with a GPA of 2.5 or more were able to maintain a 2.3 at the university, whereas those who entered with less than a 2.5 had an average university GPA of 1.9.     

THE EUROPEAN COMMUNITY COURSE CREDIT TRANSFER SYSTEM∗

ECTS, the European Community Course Credit Transfer System established under the ERASMUS Programme, is currently being tested in a pilot scheme involving 145 higher education institutions in all the European Union member states and the European Free Trade Association (EFTA) countries. It is operating in five subject areas: Business Administration, Chemistry, History, Mechanical Engineering, and Medicine. The pilot project will run through 1994/1995.

     

RESEARCH ON TRANSFER MATRIX OF ROBOT WRIST FORCE SENSOR

The transfer matrix of wrist force sensor is important for decoupling theoutput signals and enhancing the precision of wrist force sensor.This paper solves thetransfer matrix from the realization of optimal approximation of polynomial.First,thegeneral transfer matrix algorithm in the sense of L~2 and two kinds of modified algorithmare proposed.Then,starting from uniform approximation,the optimal transfer matrixalgorithm is offered and solved by the use of linear programming.The results of experi-ment and computation prove that these algorithms are effective.     

SCHEDULE ARRANGEMENT AND OPTIMIZATION OF THE FILE TRANSFER NETWORK

ＳＣＨＥＤＵＬＥＡＲＲＡＮＧＥＭＥＮＴＡＮＤＯＰＴＩＭＩＺＡＴＩＯＮＯＦＴＨＥＦＩＬＥＴＲＡＮＳＦＥＲＮＥＴＷＯＲＫ（潘建平）；ＸｉｅＪｕｎｑｉｎｇ（谢俊清）；ＺｈａｎｇＸｕｅｍｅｉ（张雪梅）ＦａｃｕｌｔｙＡｄｖｉｓｏｒ：ＤｅｎｇＪｉａｎｍｉｎｇ（邓...     

THE BENEFITS OF SUMMER BRIDGE PROGRAMS FOR UNDERREPRESENTED AND LOW‐INCOME TRANSFER STUDENTS

University summer bridge programs or transitional programs for low‐income and minority transfer students are becoming an established part of the effort to recruit, retain, and graduate a population of students underrepresented in higher education. The purpose of this study was to determine the effects of a summer bridge program on the academic, personal, and social development of underrepresented and low‐income transfer students during their first year at the University of California, Los Angeles (UCLA). The 1988 entering cohort of Transfer Summer Program (TSP) students was tracked through their first two quarters at UCLA, collecting both attitudinal and academic data.

The results of the study clearly suggest that summer bridge programs for underrepresented and low‐income students can help facilitate their transition and adjustment to university life and improve their academic performance and persistence rates. This is accomplished by increasing transfer students' control over their academic future by preparing them to effectively participate in a classroom, to assess their academic abilities, and by introducing them to campus services and encouraging the utilization of these services.     

EFFECTS OF TRANSFER ON ACADEMIC PERFORMANCE OF COMMUNITY COLLEGE STUDENTS AT THE FOUR‐YEAR INSTITUTION

This study presents an in‐depth meta‐analysis of transfer shock, the grade point average (GPA) drop experienced by many community college transfer students. The purpose of the study was to identify all possible studies dealing with transfer shock and to report the magnitude of GPA change from the last quarter or semester at the community college to the end of the first quarter or semester at the senior institution. The study also researched the amount of recovery of GPA obtained by the community college transfer students at the 4‐year institution.

The search revealed 62 studies that reported the magnitude of GPA change. The studies showed that although community college transfer students in 79% of the studies experienced transfer shock, the majority of the magnitude of GPA change was one half of a grade point or less.

Of the studies that showed that community college transfer students experienced transfer shock, 67% reported that students recover from transfer shock, usually within the first year after transfer. Significantly, 34% of these studies showed community college transfer students recovered completely from transfer shock, 34% showed nearly complete recovery, and 32% showed partial recovery.

Because admission criteria for community college transfer students are based almost solely on academic performance, it is important for admissions personnel to consider the GPA recovery phenomenon in the decision process, not just the transfer‐shock phenomenon.     

STUDENT VOICES IN THE TRANSFER PROCESS: DO WE HEAR THEM? DO WE LISTEN?

The “baby boomer echo” is increasing the number of traditional age students attending higher education, yet funding from both state and federal is remaining constant. In order to provide a higher education future for all who desire it, fiscal resources must be even more carefully allocated. Improving the transfer process from community colleges to four‐year colleges and universities will conserve our fiscal and our human resources and provide a higher education for more of our citizens. Statistics alone will not improve the transfer process; the voices of students experiencing this process must also be heard. A Fall 1994 cohort group of students transferring from Colorado's 15 community colleges to Colorado State University (CSU) was identified. Within this Fall 1994 cohort, two groups of students were formed based on their earned grade point average (GPA) at CSV at the end of Fall 1995 semester: students who achieved a 3.25 GPA or better and students who were placed on academic probation. The focus group discussions were transcribed and qualitatively coded. The thematic units that evolved centered on the students’ perceptions of their pre‐transfer experience, post‐transfer experience, and recommendations for improving the transfer process. The implications for practice include the processing and disseminating of transfer information, the advising function in the transfer process, and the need for on‐going evaluation of the process.     

DAD,FATHER,DADDY,PAPA,PAPPY,PA

As we all know，men in North America are not expected to show their emotions openly. Well，even on Father's Day(the 3rd Sunday in June)，very few grown-up sons ever say to their fathers，“I love you，Dad.”Why not“Dad”？What do American children call their fathers？First of all，it's different in many different parts of North Amer-ica. For example，my father came from Easten Canada from a British-Canadian family. He never wanted us to call him“Father.”To him，it sounded too unfrie…     

浅谈avenue,boulevard,highway,lane,path pavement,road,street,trail,way之异同

众所周知,英语是世界上同义词最丰富的语言之一。在英语学习中,正确地理解同义词,熟练地掌握同义词,对英语学习都大有好处。通过数十年的教学实践,我们感到,对在掌握了三千左右单词的英语学习者来说,常常会遇到相当数量的英语同义词、接踵而来的就是辩异问题,而且,这一问题会随着英语学习的进展而不断增加。因此我们将在此文中对 avenue,boulevard......等同义词做简要解释,希望对英语学习者能有所帮助。     

一,二,三,四,五……

放学了,皮塔亚从幼儿园里出来,兴冲冲地往家里跑去。他一口气跑到自己家楼下,小妹妹芬尔娅正在楼梯口等着他。“我学会数数啦!”皮塔亚兴奋地对妹妹说,“今天在幼儿园,老师教我们数数了,看我数数     

One,Two,Three,Four

门|||||| 厂一一一一—一一一一一一 One,two,three、four, Mary at the cotta沙*door, Five,six,seven,eight, Eatingcherties off aPlate.One,Two,Three,Four@刘世一     

关于till,until,before,by,to,up to,down to的比较

在中学英语教学中,till,until,by,before,t0,up to,down to 等表示时间的词语,学生掌握起来较为困难,经常导致错句、病句。对此,本文愿做一番比较并就教于方家。till 和 until1、till 和 until 内涵基本上相同。till 和 until 的选择主要是以惯用和平衡为准。till     

Bring,take,carry,get,lift的用法

动词bring,take,carry,get,lift都有“携带、运送”之意,但它们的用法各异。一、bring意为“拿来”“带来”,是指把某物或某人从别处带到说话者所在的地方来,其动作是由远及近。例:     

become,grow,go,turn,get的区别

become,grow,go,turn,get这几个词作系动词时都可以表示“变得”、“变成”的意思,后接名词或形容词作表语。1.become是最常用的词,强调状态的变化,表示从一种状态向另一种状态的变化,而且该过程已经完成。该词比较正式,多用于书面语中。例如:Mikebecomesill.迈克生病了。Wheniceisheated,itmeltsandbecomeswater.摇冰受热,融化成水。2.grow指逐渐地转化,强调渐变的过程。例如:Itisgrowingcold.天气渐渐变冷了。3.go表示进入某种状态,较多的是表示向坏的方面转变,并且这种变化通常是永久性或难以扭转的。例如:Ringhimupifanythinggoeswron…     

虔诚,震撼,风情,悠久,动人——欧洲行

在富尔达略显悠闲的步调一过去,接下来便是几天紧凑的行程,几个美丽的国家. 不同于富尔达小城市的魅力,莱茵河畔的科隆总是有一种神秘古典的气息.当科隆大教堂映入你的眼帘,别的建筑物顿失光彩.这座德国的地标式古建筑是世界四大宗教建筑之一,在你一览它的真容后,只剩下无尽的感叹与震撼.那些精美的雕塑,那些独具风格的神像,那些古老永恒的门梁,让人不得不感叹它的雕梁画栋,不得不感叹设计师与建造者的伟大.慢慢步入,教堂的内部很黑,但虔诚的人们捧着的蜡烛与那巨大秀美的琉璃窗相映成趣.人们的祈祷下,整个神秘又伟大的故事也向我们慢慢展开.